Linking Research and Teaching: Context, Conflict and Complementarity

Autor/inn/en	Pan, Wei; Cotton, Debby; Murray, Paul
Titel	Linking Research and Teaching: Context, Conflict and Complementarity
Quelle	In: Innovations in Education and Teaching International, 51 (2014) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.847794
Schlagwörter	Foreign Countries; Educational Research; Correlation; Educational Quality; Theory Practice Relationship; Teaching Methods; Universities; Environmental Education; Learning Processes; Construction Industry; Semi Structured Interviews; Focus Groups; Graduates; College Faculty; Teacher Attitudes; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Korrelation; Quality of education; Bildungsqualität; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Learning process; Lernprozess; Baugewerbe; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Fakultät; Lehrerverhalten; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Although research and teaching have often been regarded as complementary in enhancing the quality of student learning, little previous research has explored the conflicts associated with linking the two activities. This paper aims to examine specific issues arising within the environmental building disciplines at a UK university, and to explore strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities. The research pointed towards a number of potential strategies for achieving optimal research-teaching linkages. In particular, it is critical to link research and teaching systematically right across an entire educational programme to address the progressive nature of learning and to maximise the potential of the research-teaching dynamic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10